Center Stage
Synthesis
Below is my synthesis of how the Masters of Arts in Educational Technology has changed me. I have had many experiences which helped me develop myself as a thinker, creator, and teacher. Read to below to find out more about my goals for center stage and which courses have influenced me the most.
When I was in grade school I took dance lessons, tap, ballet, jazz, and even lyrical. I enjoyed dancing, I was not the best but I cherished it. As a young girl, my grandparents took me to see The Nutcracker at the Fox Theater. I’ve been told the story many times, that I looked at my Grandfather and said, “I want to be up there one day.” Since saying those words, my Grandfather has always referred to my accomplishments as being on stage at the Fox. He compared my teaching position to being on the stage at the Fox Theater. While I have agreed, it did not feel like my stage moment. Instead, I felt I was backstage waiting to enter the center stage at the Fox Theater.
Since enrolling in Michigan State University’s Master of Arts in Educational Technology (MAET) program I’ve had profound life-changing experiences. The MAET program has taken me closer to that center stage at the Fox Theater. When I first registered to further my education in the MAET program, I truly thought I would just be learning about technology and the system to use in my room. I figured this was the way of the future, technology. I did not understand the complexity which existed in education and technology. I have had deep meaningful experiences in my courses at MSU allowing me to think, collaborate, problem-solve, design, reflect, and most of all creativity. I learned more about myself and have grown in these areas. These experiences have had a positive effect on me as an educator as well as a learner. My center stage moment at the Fox Theater is within reach due to the courses in the MAET program. For me, the center stage is to work more closely in a new field focused on educational technology. Below are the classes in the MAET program which influenced me the most on getting closer to center stage.
Thinker.
Adapting Innovative Technology to Education (CEP 811) was one of the first classes I took in the MAET program. This class incorporated the world around us to generate new experiences. During this course, we discussed many topics: feedback, assessment, modern makers, classroom design, and collaboration while applying technological thinking. I had to think about each of these topics and consider how I was currently approaching them, and then rethink how they benefited my students. We discussed feedback and the importance of timing, along with assessing, both informal and formal, and how we can prepare students to self-assess. I was able to use trial and error through play with modern makers along with technology applications. I considered the ideal space conducive for learning for all students. Each of these concepts challenged my thinking within my profession along with everyday life. I had to consider my personal views and thoughts on each matter while learning how educational technology can make a difference in the world around us.
This course has genuinely changed my way of thinking. I think about the world around me differently. I think of teaching and learning in a new innovative way. I have made changes to how I think about my student’s work. How I give my students feedback has been modified by timing, I give immediate feedback on their work for them to make corrections. I aim for students to master the content, allowing them to understand material and make appropriate corrections. When it comes to assessing students, I previously stated a reflection on my blog for the class, “If I am going to change the way I teach my students, and they are going to change the way they learn, then I also have to change the way I assess them. When I assess my students”, I give them the chance to explain their reasoning. I want to understand their thinking and how they came up with the answer. CEP 811 was an eye-opening course which allowed me to reflect on what I had been previously taught and adapt learning and understanding with technological reasoning.
Another first experience for me from this course was maker culture, the concept of trial and error. When I took this class I was introduced to maker kits which allowed students to learn through play. This is an important concept to integrate into classrooms with lower elementary students. Since being exposed to trial and error, I have incorporated STEM bins into my classroom. I have also shared these concepts of innovative learning with my colleagues who have also started using STEM bins and activities in their classrooms which has led to improvements in their student’s thinking process. Furthermore, I attended the Maker Faire at Greenfield Village to see other innovative ideas. While attending I observed ways to help build my thinking and creativity. I have attended the last two years and plan to make it an annual event.
My thinking has changed due to being exposed to innovative technology. My thoughts are evolving in learning and teaching. I have made alterations on how I teach and how I learn, I have shared innovative thinking with others and incorporated them into my classroom. Thinking outside the box and being more adaptive has allowed me to take a step closer to my center stage.
Creator.
While I have challenged and grown my thinking, I have also developed in the area of creativity. I have always considered myself creative in a sense of adapting or making things. This class helped me realized creativity is more than drawing and paints. While in Learning Technology By Design (CEP 817), I was introduced to the five phases of design by the Stanford Model of the Design. I applied the design model to my problem of practice to focus on throughout the class. My problem of practice was the lack of fluency in math facts, addition, and subtraction. The five phases of design thinking we applied were: empathize, define, ideate, prototype, and test. This design process allows you to: resonate with your users, dig deeper to understand the problem, generate ideas through inquiry, use creativity and thinking to create solutions, and test your products. I was able to dig deeper and find solutions that I did not imagine applied to my problem of practice.
When I first started my problem of practice, I figured it would end with using flashcards for my students. Instead, the outcome of my problem of practice, lack of fluency math skills, ended with redoing the units in math, creating a student self-check reflection cueing system, along with using visuals to provide students efficient learning for math fluency. I could see an improvement in my student’s math fluency as I integrated my prototypes into my teaching. Students were engaged and excited to learn math after using them, and started self checking their understanding in other subjects. Through this class, I also encounter activities in which I was able to apply problem-solving and creative thinking. I used my creativity in a new way, to help my students. I thought out of the box by questioning while considering my user, to develop helpful tools for me to apply to my teaching. The skills I acquired in CEP 817 have added to how I can be creative with innovative technology.
Before this course, my students did not use their creativity often. I have improved how I view creativity for teaching along with learning. I now have the skills needed to problem solve using design thinking through technology. I can accomplish problems I may encounter in the future following the five design steps. I changed how I use creativity in my classroom. I give my students time weekly to use their creative juices. I give them paper and let them create, and they love it. I can see their imaginations come to life. I had forgotten what it is like to see my students use their imaginations in the classroom. I also do monthly STEM challenges to improve their problem solving, collaboration, and creative thinking skills. A combination of CEP 811 and CEP 817 has given me an insight into preparing students for their futures. The future needs creative thinkers, and by showing my students my creativity skills it encourages theirs.
One activity I brought to the classroom was the “cardboard challenge”. I had to use cardboard to interrupt my view of learning. This simple activity inspired me to challenge my students. I involved my whole building by asking them to donate any cardboard they had, and their support was wonderful. My first-grade teaching partner and I gave our kids the cardboard challenge. They watched the challenge video, then on paper drew out their designs. Finally, we gave them the cardboard and they created. It was honestly so exciting to watch them work together, collaborate, not fight and just create. It was far better than I imagined. This simple creative activity explored the direction I want to go in the future. I want to inspire educators to use creativity in their classrooms for problem-solving. Furthermore, I want to see students build their creativity through imagination and collaboration. Creativity is what will help the leaders of tomorrow stand out. This is yet another skill I have acquired to get me closer to the new opportunities of center stage.
Teacher.
My thinking and creativity were challenged even more when I took, Teaching Students Online (CEP 820). CEP 820 opened up a world of possibilities for online learning I was not previously aware of. In this class, we were to develop an online course for students to learn, collaborate, and share their knowledge. As a lower elementary teacher with a high population of English as a Second Language (ESL) students, I did not think it would be possible to create content for them to learn online. While teaching first-grade, I was in a unique situation to create extra practice activities for students to engage in learning at home with their parents. While creating my online course, I was able to develop a learning area for a diversity of learners. My eyes were opened to new ways online learning can occur. Additionally, I was able to view teaching in different contexts.
While developing my online practice, I had to consider content, communication, collaboration, and assessment for student learning. This changed how I look at teaching. As I stated above, I did not think my lower elementary students could learn online. However, I created an Online Grammar Check that was accommodating to my learners. I was able to have them access the website and I was able to add a translate button for my families who only speak Spanish. I was impressed at how I was able to use my creative problem-solving and design skills to produce a learning area for my students to check their grammar. I realize I look at learning and teaching differently due to this class. I was able to use my Grammar Check in my current classroom. It was an awesome feeling to use what I created in this class with the students I created it for. This is the same feeling I want other people to have. I hope to help educate teachers with the possibilities of online learning. I want them to have the same feeling I had when I was able to use what I had created for my students to learn online.
CEP 811, CEP 817, and CEP 820 have altered my approach to teaching. Each of these courses prepared me to create an online learning space for my students. I was able to think in new ways to determine content as well as provide design through considering my users. I have a new outlook on online learning as well as teaching. I am closer to being center stage due to my experiences in CEP 820. This has brought out my hidden talent for online learning development.
